10

Mathematics
Quarter 2 – Module 1:
Illustrate polynomial functions

Describe and interpret the

graphs of polynomial functions
(M10ALIIa-b-1)

Solves Problems Involving

Polynomial Function
(M10AL-IIb-2)
Mathematics– Grade 10
Self-Learning Module (SLM)
Quarter 2 – Module 1: Illustrate the Polynomial Functions, describe and interpret the
graphs of polynomial functions
First Edition, 2020

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 10

Mathematics
Quarter 2 – Module 1:
Illustrate Polynomial Functions
Describe and Interpret the
Graphs of Polynomial Functions
(M10ALIIa-b-1)
Solves Problems Involving
Polynomial Function
(M10AL-IIb-2)
Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Self-Learning Module (SLM) on Illustrating

Polynomial Functions, Describing the Interpreting the graphs of Polynomial
Functions and Solving Problems Involving Polynomial Function.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the learner:

Welcome to the Mathematics 10 Self-Learning Module (SLM) on Illustrating

Polynomial Functions, Describing the Interpreting the graphs of Polynomial
Functions and Solving Problems Involving Polynomial Function.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master polynomial functions and other concepts related to it. The scope of this
module permits it to be used in many different learning situations. The language

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used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
Good day everyone! Welcome to our first topic in second quarter! In this
module, you will be exploring activities involving definition of polynomial
functions and its graph.
After utilizing this module, you are expected to:
 illustrate polynomial functions (M10ALIIa-1) and
 describe and interpret the graphs of polynomial functions (M10ALIIb-2)
 identify the basic mathematical concepts that can be applied in solving the
problems;
 formulate and solve real life problems applying polynomial functions;
 sketch plans or designs of objects that can illustrate polynomial functions;
 create concrete objects as products of applying solutions to problems
involving polynomial functions.

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 What I Know

You are asked to call to mind what you already know about the polynomial
functions and be able to connect it to your past learning by answering the questions
below. Choose the correct answer among the four choices and write your answer on
a separate sheet.

1. What is the constant term of the function f(x) = x4 – 5x + 8 + x2?

A. -5x B. x4 C. 8 D. x2

2. What is the degree of the function f(x) = x4 – 5x + 8 + x2?

A. 1 B. 2 C. 3 D. 4

3. What should n be if f(x) = xn defines a polynomial function?

A. an integer C. any number
B. a nonnegative integer D. any number except 0

4. Which of the following is an example of a polynomial function?

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A. f(x) = 𝑥 2 + 4x – 1 C. f(x) = √7x – 2x4
B. f(x) = 4x3/2 – x + 2 D. f(x) = x3 + √5𝑥 - 4

5. What is the leading coefficient of the polynomial function f(x)=5x + x3 + 4?

A. 1 B. 2 C. 3 D. 4

6. How should the polynomial function f(x) = 2x + x4 – 2x5 + 6 be written in

standard form?
A. f(x) = x4 + 2x – 2x5 + 6 C. f(x) = –2x5 + x4 + 2x + 6
B. f(x) = –2x5 + x4 + 6 + 2x D. f(x) = x4 + 2x – 2x5 + 6

7. Which of the following could be the graph of the polynomial function

y = x3 – 4x2 + 3x - 12?

8. From the choices, which polynomial function in factored form represents the
given graph?

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9. If you will draw the graph of y = x(x + 2)2, how will you sketch it with respect to
the x-axis?
A. Sketch it crossing both (-2,0) and (0,0).
B. Sketch it crossing (-2,0) and tangent at (0,0).
C. Sketch it tangent at (-2,0) and crossing (0,0).
D. Sketch it tangent at both (-2,0) and (0,0).

10. What are the end behaviors of the graph of f(x) = -3x + x3 + 4x5 - 3?
A. rises to the left and falls to the right
B. falls to the left and rises to the right
C. rises to both directions
D. falls to both directions

11. You are asked to illustrate the sketch of f(x) = x3 – 3x5 + 4 using its properties.
Which will be your sketch?

12. Your classmate Ameerah encounters difficulties in showing a sketch of the

graph of y = 2x3 + 3x2 – 4x - 6. You know that the quickest technique is the
Leading Coefficient Test. You want to help Ameerah in her problem. What
hint/clue should you give?
A. The graph falls to the left and rises to the right.
B. The graph rises to both left and right.
C. The graph rises to the left and falls to the right.
D. The graph falls to both left and right.

13. If you will be asked to choose from -2, 2, 3, and 4, what values for a and n will
you consider so that y = axn could define the graph below?

14. A car manufacturer determines that its profit, P, in thousands of pesos, can be
modeled by the function P(x) = 0.00125x4 + x – 3, where x represents the
number of cars sold. What is the profit when x = 300?
A. Php 101.25 C. Php 3,000,000.00
B. Php 1,039,500.00 D. Php 10,125,297.00

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15. A demographer predicts that the population, P, of a town t years from now can
be modeled by the function P(t) = 6t4 – 5t3 + 200t + 12 000. What will the
population of the town be two (2) years from now?
A. 12 456 B. 124 560 C. 1 245 600 D. 12 456 000

16. The sum of a number and its square is 72. Find the number.
A. 9, 8 B. -9, 8 C. 9, -8 D. -9, -8

17. The area of the rectangle is 𝑥 3 − 5𝑥 − 2𝑥 2 + 10 and the length is x – 2, what is

the width of the rectangle?
A. (𝑥 2 − 5) B. (𝑥 2 − 4) C. (𝑥 2 − 3) D. (𝑥 2 − 2)

18. What is the area of rectangle if the length and width is 2x – 3 and x + 1
respectively?
A. 𝐴 = 2𝑥 2 − 𝑥 − 3 C. 𝐴 = 2𝑥 2 + 𝑥 + 3
2
B. 𝐴 = 𝑥 + 𝑥 − 3 D. 𝐴 = 𝑥 2 − 𝑥 − 3

19. Ana is 2 years older than her sister Amara. If the product of their ages is one
less than five times the sum of their ages, how old is Ana?
A. 12 years old B. 11 years old C. 10 years old D. 9 years old

20. A man sold a number of pants expressed as 2x + 10 and the price of each pants
is expressed as x + 3. What is the total amount earned by the man?

A. 2𝑥 2 + 16𝑥 + 15 C. 2𝑥 2 + 16𝑥 + 30

B. 2𝑥 2 + 16𝑥 + 25 D. 2𝑥 2 + 16𝑥 + 20

21. A motorcycle covers a distance of 3𝑥 2 + 6𝑥 − 24 in (x – 2) hours, what is the

speed of motorcycles?
A. 2𝑥 + 12 B. 3𝑥 − 12 C. 2𝑥 − 12 D. 3𝑥 + 12

22. What is the polynomial function in standard form modelling the volume V of the
rectangular box with 20 in. long, 10 in. wide, and 15 in. high if each dimension
is increased by x in.?
A. 𝑥 3 + 35𝑥 2 + 336𝑥 + 300 C. 𝑥 3 − 36𝑥 2 − 335𝑥 + 300
3 2
B. 𝑥 + 36𝑥 + 335𝑥 + 300 D. 𝑥 3 − 35𝑥 2 + 336𝑥 + 300

23. The length of a rectangle couch 2 feet more than 2 times the width. The area of
the couch is 144 square feet. Find the dimensions of the couch?
A. 8 feet by 18 feet. C. 8 feet by 19 feet
B. 9 feet by 18 feet D. 9 feet by 19 feet

24. The volume of the box that has a width (x – 3) inches is 𝑉(𝑥) = 𝑥 3 − 18𝑥 2 + 95𝑥 −
150. What is the measurement of other dimensions of the box?
A. (𝑥 − 5)(𝑥 + 9) C. (𝑥 − 9)(𝑥 + 5)
B. (𝑥 − 5)(𝑥 + 10) D. (𝑥 − 5)(𝑥 − 10)

25. A cabinet has a volume in cubic inches that expressed as the product of its
three dimensions: 𝑉(𝑥) = 𝑥 3 − 12𝑥 2 + 41𝑥 − 42. The length is x − 3. What are the
other two dimensions?
A. (𝑥 − 2)(𝑥 − 7) C. (𝑥 ∓ 2)(𝑥 − 7)
B. (𝑥 − 2)(𝑥 + 7) D. (𝑥 + 2)(𝑥 + 7)
Very Good! You did well! You’re now ready for the next set of activities.

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 Illustrating Polynomial
Functions, Describing the
Lesson
Interpreting the graphs of
1Polynomial Functions and
Solving Problems Involving
Polynomial Functions.
Another module is set for you to explore. Some real-life situations require the
application of polynomials. Just like an engineer can use polynomials to create
building plans and entrepreneurs can use polynomials to design cost-effective
products.

Are you excited to know more about this? After going through this module,
you are expected to illustrate polynomial functions and be able to understand,
describe, and interpret the graph of polynomial functions.

What’s In

In your previous lessons, you have learned that a polynomial expression

P(x) is an expression of the form
anxn + an– 1xn – 1 + an – 2xn – 2 + … + a1x + a0, an ≠ 0
where the nonnegative integer n is called the degree of the polynomial and coefficients
a0, a1, …, an are real numbers.
The terms of a polynomial may be written in any order. However, we often
follow the convention of writing the terms in decreasing powers of the variable x. In
this case, the polynomial expression is said to be in standard form.
Example of polynomial expression in standard form is 2x3 – x2 – 25x – 12 and
its factored form is (x + 3)(x – 4)(2x + 1).

To have a further review on the polynomial, do the following activity.

Activity 1. Do You Remember Me?

Directions: Determine whether each of the following is a polynomial expression or

not. Give your reasons and write them on a separate sheet.

1. -6x 6. 1 – 10x2

2. x – 22 7. x-4 + 3x2 – 4x + 5
2
3. 5𝑥−1
+ x2 + 2 8. 6x2 + x + 8

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 2 1
4. 2ᴨ 9. 𝑥 3 + 2𝑥 3 – 3

5. x3 + 2√3𝑥 – 1 10. 6𝑥 √2 + 3x – 4

Example: Sketch 𝑃(𝑥) = 𝑥 3 − 2𝑥 2 − 8𝑥

It has 3 terms.

A polynomial of degree 3

Leading term: x3

Leading coefficient: 1

Constant term: 0

What’s New

How did you find the preceding activities? Are you ready to learn about
polynomial functions? I’m sure you are!!!
This module focuses on the definition of polynomial function and its graph.

A polynomial function is a function of the form

f(x) = anxn + an– 1xn – 1 + an – 2xn – 2 + … + a1x + a0, an ≠ 0
where n is a nonnegative integer, an, an-1, an-2, …, a0 are real numbers called
coefficients, anxn is the leading term, an is the leading coefficient, and a0 is the
constant term.
The terms of a polynomial may be written in any order. However, if they are written
in decreasing powers of x, we say the polynomial function is in standard form. The
degree of a polynomial function is determined by the highest power of its terms.

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Let’s have an activity that allows us to draw the graph of a polynomial function of
degree greater than 2 and describe the movements of the graph.

Activity 2. Curve Analysis

Directions:
1. Complete the table of values of the two polynomial functions.
2. Sketch the graphs in different coordinate planes using the grids below.
3. Then, answer the questions that follow.

Table 1:
x -2 -1 0 1 2 3
y = x3 – 2x 2 – 5x + 6
Table 2:
x -3 -2 -1.5 -1 0 1 1.5 2
y = x3 – 7x + 6
Graphs:
y = x3 – 2x2 – 5x + 6 y = x3 – 7x + 6

Questions:
1. At what different points do the graphs of the 2 polynomials intersect the x-axis?
 y = x3 – 2x2 – 5x + 6 ________, ________, ________

 y = x3 – 7x + 6 ________, ________, ________

Describe these points. ___________________________________________________________

2. In the completed tables above, which x-values give zero y-values?

 y = x3 – 2x2 – 5x + 6 ________, ________, ________

 y = x3 – 7x + 6 ________, ________, ________

3. Compare the x-values which give zero y-values with the zeros of the functions
using the Factor Theorem. What conclusion can you draw?

__________________________________________________________________________________

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4. Describe the relationship/s between the degree of each polynomial function and
the number of turning points of its graph (points where the graphs turn).

__________________________________________________________________________________
5. How many turning points are there in the function f(x) = x 5 - 3x4 + x + 4?
How did you get it?

__________________________________________________________________________________

Problem :: A box with an open top is to be constructed from a rectangular 12-inch

by 20-inch piece of cardboard by cutting equal-sized squares from each
corner and folding up the sides.
Questions:
1. If x represents the length of a side of each cut out square, what is the
function V that describes the volume of the box in terms of x?

2. Determine the value of x for which the volume of the box is maximized.
What is this volume?

3. For what values of x is the volume equal to 200 cubic inches?

Good Job! You are now ready to explore more activities on polynomial functions and
their graph in the following part of this module!

What is It

Below are important concepts to consider in polynomial functions and their graphs.

As we have introduced previously that a polynomial function is a function of the

form f(x) = anxn + an– 1xn – 1 + an – 2x n – 2 + … + a1x + a0, an ≠ 0, where n is a nonnegative
integer, an, an-1, an-2, …, a0 are real numbers called coefficients, anxn is the leading
term, an is the leading coefficient, and a0 is the constant term.
The terms of a polynomial may be written in any order. However, if they are
written in decreasing powers of x, we say the polynomial function is in standard form.
The degree of a polynomial function is determined by the highest power of its terms.
A polynomial function may also be denoted by f(x) = y. Sometimes, a
polynomial function is represented by a set P of ordered pairs (x, y).

Examples:
Standard Form Factored Form
1. y = x 4 + 2x 3 – x 2 + 14x – 56 --------> y = (x 2 + 7)(x – 2)(x + 4)
It has 5 terms.
A polynomial of degree 4 Leading coefficient: 1
Leading term: x4 Constant term: -56

2. y = x 4 + 2x 3 – 13x 2 – 10x --------> y = x(x – 5)(x + 1)(x + 2)

It has 4 terms.
A polynomial of degree 4 Leading coefficient: 1
Leading term: x4 Constant term: 0
3. y = 6x3 + 45x 2 + 66x – 45 --------> y = 3(2x – 1)(x + 3)(x + 5)

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It has 4 terms.
A polynomial of degree 3 Leading coefficient: 6
Leading term: 6x3 Constant term: -45

Let’s discuss about the graph of polynomial function and check your answer from
the previously done activity entitled Activity 2. Curve Analysis.

Graphs of Polynomial Functions

The graph of polynomial function is smooth, that is, the graph has no sharp
corner. Moreover, the graph is continuous. This means that the graph has no holes
or gaps. One can draw the graph without lifting a pen from the paper.

One very useful concept in graphing a polynomial function is its x-intercept. In the
figure below, the polynomial function has x - intercepts, 0, 5, -1, and -2. This means
that the graph passes through (0, 0), (5, 0), (-1, 0), and (-2, 0).

Figure: Graph of polynomial function y = x4 + 2x3 – 13x2 – 10x or y = x(x – 5)(x + 1)(x + 2)

At the x-intercepts, the graph crosses the x-axis, or is tangent to it. This implies that
between two consecutive x-intercepts, the graph is either above or below the x-axis.
The x-intercepts of a polynomial function are easily determined if the polynomial is
in factored form as shown above. Clearly, the x-intercepts are also the zeros of f(x).

If f is a polynomial function, and r is a real number

for which f(r) = 0, then r is an x-intercept of f.

There are polynomial functions whose factors occur more than once. For instance,
in f(x) = (x – 1)2(x – 2)(x + 4)3, the factor, x – 1, occurs twice and the other factor, x +
4, occurs thrice. Consequently, 1 and -4 are repeated or multiple zeros of f.

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 If (x – r)m is a factor of a polynomial function f, and (x
– r)m+1 is not a factor of f, then r is a zero of
multiplicity m of f.

Another characteristic of a polynomial function that will be of help in sketching its

graph is the number of turning points. Turning points are points where a graph
changes from increasing to decreasing function value, or vice versa.

A polynomial function of degree n has n – 1 turning

points on its graph.

For instance, a polynomial function of degree 4 like the given function above y = x4
+ 2x3 – 13x2 has 4 – 1 = 3 turning points.

The following characteristics of polynomial functions serve as additional information

needed in sketching their graph.

The graph of f(x) = anxn + an– 1xn – 1 + an – 2xn – 2 + … + a1x + a0, (an ≠ 0)

Case 1. comes down from the extreme left and goes up to the extreme right if n
(degree of polynomial) is even and an > 0 (leading coefficient is positive)
[left: rising, right: rising]
Case 2. comes up from the extreme left and goes up to the extreme right if n (degree
of polynomial) is odd and an > 0 (leading coefficient is positive)
[left: falling, right: rising]
Case 3. comes up from the extreme left and goes down to the extreme right if n
(degree of polynomial) is even and an < 0 (leading coefficient is negative)
[left: falling, right: falling]
Case 4. comes down from the extreme left and goes down to the extreme right if n
(degree of polynomial) is odd and an < 0 (leading coefficient is negative)
[left: rising, right: falling]

The figures below illustrate the above statements.

Examples: Graph:

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1. y = x4 – 7x2 + 6x
Leading coefficient: 1
Degree n is 4
left: rising, right: rising

2. y = 2x3 – 7x2 – 7x + 12
Leading coefficient: 2
Degree n is 3
left: falling, right: rising

3. y = -x4 + 2x3 + 13x2 -14x – 24

Leading coefficient: -1
Degree n is 4
left: falling, right: falling

4. y = -x5 + 3x4 + x3 – 7x2 + 4

Leading coefficient: -1
Degree n is 5
left: rising, right: falling

Some steps that will help you know how to solve math word problems:
1. Take some time to read what the problem says.
2. Determine what the problem is asking for.
3. Identify what the value is and assign a variable symbol.
4. Translate the information from the problem into math.
5. Solve the math problem.

Examples: Problem 1: Shahara is 8 years older than her brother Datu. If the product
of their ages is three times the sum of their ages, how old are Shahara and Datu?

Solution: Assign a variable. We need to make one of their ages x. So,

let x = Shahara’s age
x - 8 = Datu’s age, since Shahara is 8 years older than Datu

Make an equation.
x(x – 8) Product of their ages is
3(x + x – 8) Three times the sum of their ages

𝑥(𝑥 – 8) = 3(𝑥 + 𝑥 – 8)

Product of Sum of
their ages 3 times
their ages

𝑥(𝑥 – 8) = 3(𝑥 + 𝑥 – 8)
𝑥 2 − 8𝑥 = 3(2𝑥 − 8)
𝑥 2 − 8𝑥 = 6𝑥 − 24
6𝑥 − 24 = 6𝑥 − 24
𝑥 2 − 8𝑥 − 6𝑥 + 24 = 0
𝑥 2 − 14𝑥 + 24 = 0
(𝑥 − 12)(𝑥 − 2) = 0
𝑥 − 12 = 0 x–2=0

15
 +12 +12 +2 +2
x = 12 x=2

So, since Shahara’s age is x, Shahara is either 12 or 2 years old. However, since
Datu is 8 years younger, Shahara’s can’t be 2 because if he was, Datu’s would be -
6, which is impossible.

So, Shahara must be 12 years old and Datu must be 4 years old.

Problem 2: An open box is to be made from a square piece material 16 inches on a

side by cutting equal squares with sides of length x from the corners and turning up
the sides. What is the domain of the function you will use to find the volume of the
box?

Solution:
Write a function V that represents the volume of the box.
𝑉 = 𝑙𝑤ℎ
𝑉 = (16 − 2𝑥)(16 − 2𝑥)(𝑥)
𝑉 = (16 − 2𝑥)2 (𝑥)

Since the value of x cannot be zero, we can say that x is greater than zero but we
need to set a limit of x, so use the expression (16 – 2x) to find the value of x.
16 − 2𝑥 = 0
16 = 2𝑥
16 2𝑥
=
2 2
8=𝑥
Therefore the domain of the function is 𝟎 < 𝒙 < 𝟖.

Problem 4: A box has a volume in cubic inches that can be expressed as the product
of its three dimensions: 𝑉(𝑥) = 𝑥 3 − 16𝑥 2 + 79𝑥 − 120. The length is x − 8. Find linear
expressions for the other dimensions. Assume that the width is greater than the height.

Solution: Write the given formula of the box.

𝑉 = 𝑙𝑤ℎ
3 2
𝑥 − 16𝑥 + 79𝑥 − 120 = (𝑥 − 8)wh

Here, we can use the Long Division, or Synthetic Division

Long Division:

Synthetic Division:

16
 From 𝑥 3 − 16𝑥 2 + 79𝑥 – 120, we factor and it became (𝑥 − 8)(𝑥 2 − 8𝑥 + 15) then factor
again the quadratic expression until it became three linear expression (𝑥 − 8)(𝑥 −
3)(𝑥 − 5).

So, 𝑥 − 8 = 0 𝑥−3=0 𝑥−5=0

𝒙=𝟖 𝒙=𝟑 𝒙=𝟓

Therefore, the Length is 8, width is 5 (greater than the height), and height is 3.

What’s More

Let us try to answer more challenging set of problems and activities involving
polynomial functions.

Activity 3.“Determine Me”

Directions: Complete the table below. In the last column, draw a possible graph for
the function, showing how the function behaves. (You do not need to place your
graph on the xy-plane). The first one is done for you.

Polynomial Function Lead- Leading Degree: No. of Behaviour Possible Sketch

ing Coeffi- Even/ Turning of the Graph
Term cient Odd Points
left right

y = 2x3 – 7x2 – 7x + 12 2x3 2 odd 2 falling rising

y=-x5+3x4+x 3-7x 2+4

y = x 4 – 7x 2 + 6x

y=-x4+2x3+13x2-14x-24

y = 2x3 + 5x 2 - 4

Activity 4.“The Box”

Refer to the diagram for problems 1 to 4.

17
1. You have a rectangular piece of wood that is 12 in by 6 in. A small length, x, is
cut from each of the 4 corners yielding a surface area of 20in2 . Find The value of x?

2. You have a rectangular piece of steel whose dimensions are 24 inches by 20 inches.
You are required to cut out the four corners of the rectangle so that you may fold
up the sides to create a box. Write the function you would use to find the volume
of the box if x represents the length of the cuts.

3. You are given a rectangular sheet of metal that is 36 inches by 27 inches. You are
required to cut a length from each corner of the sheet so that you may fold up the
ends and create a box. What is the domain of the function if the volume is 20 cubic
inches?

4. A rectangular field is thrice as long as its wide. If 4 feet are taken from the width,
and 3 feet taken from the length, the resultant are of the field is 324 square ft . What
is the area of the original field?

Well done! Get ready for another learning battle ahead!

What I Have Learned

Let us check it out if you have learned the concepts on polynomial functions.
Here is another activity that tells what you have learned from this module.

Activity 5. “I Gained”

Directions: Complete each sentence below with your learnings on polynomial

functions and their graphs. You may give illustrative examples.
1. I have learned that polynomial function is ______________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. In sketching the graph of polynomial function, the things to do are _____________
__________________________________________________________________________________

18
3. The characteristics of the graph of a polynomial functions are ________________

__________________________________________________________________________________

Activity 6: “Create a Problem for Me”

Directions:
Formulate a problem based on the illustration. Show your solution and
final answer for the created problem. You work shall be evaluated according
to the rubric.

1. 2.

Rubric for the Task (Create A Problem For Me?)

Categories Excellent Satisfactory Developing Beginning
(4) (3) (2) (1)
Mathematical Demonstrate Demonstrate Demonstrate Show lack of
Concept thorough a satisfactory incomplete understanding
understanding understandin understanding and have
of the topic and g of the and have some severe
use it concepts and misconceptions misconceptions
appropriately to use it to . .
solve the simplify the
problem. problem.
Accuracy The The The The
computations computations computations computations
are accurate are accurate are erroneous are erroneous
and show a and show the and show some and do not
wise use of the use of the key use of the key show the use of
key concepts. concepts. concepts. the key
concepts.
Organization Highly Satisfactorily Somewhat Illogical and
of Report organized. organized. cluttered. Flows obscure. No
Flows Sentence flow not consistently logical
smoothly. is generally smooth, connections of
Observe logical smooth and appears ideas. Difficult
connections of logical. disjointed. to determine
point. the meaning.
Nice work! Now you’re up for the final challenge of this module.

19
 What I Can Do
Here is another activity that lets you apply what you learned about the
polynomial functions.

Activity 6. “Let’s Do It”

Directions: Read the problem carefully and answer the questions that follow.

You are designing candle-making kits. Each kit contains 25

cubic inches of candle wax and a mold for making a pyramid-
shaped candle with a square base. You want the height of the
candle to be 2 inches less than the edge of the base.

Questions/Tasks:

1. What should the dimensions of your candle mold be? Show a mathematical
procedure in determining the dimensions.

2. Use a sheet of cardboard as sample material in preparing a candle mold with such
dimensions. The bottom of the mold should be closed. The height of one face of the
pyramid should be indicated.

3. Write your solution in one of the faces of your output (mold).

Refer to the rubric below on how to assess your output from this activity.

Rubric for the Mathematical Solution

Criteria for Rating the Output:

The mold has the needed dimensions and parts.
The mold is properly labeled with the required length of parts.
The mold is durable.
The mold is neat and presentable.

20
 Point/s to Be Given:
4 points if all items in the criteria are evident
3 points if any three of the items are evident
2 points if any two of the items are evident
1 point if any of the items is evident

Activity 7: “Solve Me”

Directions: Give what is being asked in the following problems involving polynomials
functions.

1. If the perimeter of a rectangle is expressed 3. A box is created from a sheet of cardboard

by 2𝑥 2 + 5𝑥 + 9 and the width is 2𝑥 2 + 1, 20 in. on a side by cutting a square from
find an expression for the length. each corner and folding up the sides. Let x
represent the length of the sides of the
squares removed from each corner. Find an
expression for the volume of the box in
terms of x.

2. The weight of iron metal can be modelled
by 𝑤 = 0.0071𝑑3 − 0.090𝑑2 + 0.48𝑑 where w is
the iron metal’s weight and d is the diameter
(in centimeters). According to the model,
what is the weight of metal with a diameter
of 15 centimeters?
4. Bea and Teresa are sisters. Bea is older.
The sum of the ages of Bea and Teresa is 30.
If the product of their ages is 216, how old
are Bea and Teresa?

Great work! You did a good job in applying what you have learned!
Great work! You did a good job in applying what you have learned!

Assessment

Congratulations for getting through this module! Let’s test how much you have
learned, please answer the questions by choosing the letter of the best answer.

1. Which of the following is NOT a polynomial function?

1
−2
A. f(x) = ᴨ B. f(x) = 2x2 + 5𝑥 3 C. y = 4 – 3x3 + x D. f(x) = 3
x + 21

For nos. 2-6, given the polynomial function f(x) = 3 + 2x 3 – x 2, answer the following
questions.
2. What is its leading coefficient?
A. 2 B. 3 C. –x2 D. 2x3

3. What is its constant term?

A. 2 B. 3 C. –x2 D. 2x3

21
4. What is its degree?
A. 1 B. 2 C. 3 D. 4

5. How many turning points of its graph?

A. 1 B. 2 C. 3 D. 4
6. What is its standard form?
A. f(x) = 3 + 2x3 – x2 C. f(x) = 2x3 – x2 + 3
B. f(x) = 2x3 + 3 – x2 D. f(x) = – x2 + 2x3 + 3

7. Which polynomial function in factored form represents the given graph?

8. Which of the following could be the graph of y = x4 – 5x2 + 4?

9. Given that f(x) = 4x-5n + x3, what value should be assigned to n to make f a
function of degree 7?
5 7 5 7
A. - 7 B. -5 C. 7 D. 5

10. If you will draw the graph of f(x) = x2(x – 1), how will the graph behave at the x-
axis?
A. The graph crosses both (0, 0) and (1, 0).
B. The graph crosses (0, 0) and is tangent to the x-axis at (1, 0).
C. The graph crosses (1, 0) and is tangent to the x-axis at (0, 0).
D. The graph is tangent to the x-axis at both (0, 0) and (1, 0).

11. If you were to choose from 2, 3, and 4, which pair of values for a and n would
you consider so that y = axn could define the graph below?

22
12. A car manufacturer determines that its profit, P, in thousands of pesos, can be
modeled by the function P(x) = 0.001 25x4 + x – 3, where x represents the
number of cars sold. What is the profit at x =150?
A. Php 75.28 C. Php 3,000,000.00
B. Php 632,959.50 D. Php 10,125,297.00

13. Your friend Jannah asks your help in drawing a rough sketch of the graph of
f(x) = -(x2 + 1)(2x4 – 3) by means of the Leading Coefficient Test. How will you
explain the behavior of the graph?
A. The graph is falling to the left and rising to the right.
B. The graph is rising to both left and right.
C. The graph is rising to the left and falling to the right.
D. The graph is falling to both left and right.

14. The diagonal of a rectangle is 8 m longer than its shorter side. If the area of the
rectangle is 60 square m, find its dimensions.
A. width of the rectangle is 5 m and its length is y = 12 m
B. width of the rectangle is 8 m and its length is y = 6 m
C. width of the rectangle is 5 m and its length is y = 6 m
D. width of the rectangle is 7 m and its length is y = 12 m

15. Dinna is tasked to choose from the numbers –2, –1, 3, and 6 to form a
polynomial function in the form y = axn. What values should he assign to a and
n so that the function could define the graph below?

16. One positive number is 3 more than another. Their product is 180. What are
the numbers?
A. 12 and 13 B. 13 and 14 C. 12 and 15 D. 13 and 15

17. The length of a rectangular flower garden is 5 feet more than its width. If the
area of the garden is 84 square feet, what are the dimensions of the garden?
A. 4 ft. by 21 ft. B. 6 ft. by 14 ft. C. 7 ft. by 12 ft. D. 2 ft. by 42 ft.

18. What is the area of rectangle if the length and width is 5x – 3 and 3x +
respectively?
A. 𝐴 = −15𝑥 2 − 19𝑥 + 6 C. 𝐴 = 15𝑥 2 + 19𝑥 + 6
2
B. 𝐴 = 15𝑥 − 19𝑥 + 6 D. 𝐴 = 15𝑥 2 − 19𝑥 − 6

19. The difference in Aga and Hannah’s ages is 5. The product of their ages is
104. If Aga is older, how old is Hannah?
A. 13 years old B. 11 years old C. 9 years old D. 8 years old

20. Standing on the top of a building 50 feet above the ground, Gardo shoots a
trick basketball shot upward with an equation ℎ = −16𝑡 2 + 32𝑡 + 560, where
h is the height of the ball in feet, and t is the time in seconds. How long will
it take for Gardo’s air ball to hit the ground?
A. 7 B. 6 C. 5 D. 4

23
21. The number of games to be played in a volleyball league where each team is to
play each other twice is 𝑁 = 𝑥 2 − 𝑥, where x is the number of teams in the
league and N is the number of games to be played. If a league has a total of
120 games, how many teams can be in the league?
A. 11 B. 12 C. 13 D. 14

22. The length of a rectangular vegetable garden is 3 feet more than its width. After
a 3 foot cement border is placed around the garden, the area of garden and
border is 208 square feet. Find the original dimensions of the vegetable garden.
A. 10 ft. by 13 ft. B. 11 ft. by 14 ft. C. 12 ft. by 15 ft. D. 13 ft. by 16 ft.

23. The rectangular swimming pool is to be set in the ground. The width of the pool
is 6 feet more than the depth and the length is 25 feet more than the depth.
The pool holds 2912 cubic feet of water. What are the dimensions of the pool?
A. 90 by 16 by 2 ft. C. 28 by 13 by 8 ft.
B. 32 by 13 by 7 ft. D. 26 by 16 by 7 ft.

24. A rectangular piece of cardboard measuring 10 inches by 16 inches is to be

made into a box with an open top by cutting equal-sized squares from each
corner and folding up the sides. What is the domain of the function or the
restriction of x?
A. 0 < 𝑥 < 7 B. 0 < 𝑥 < 6 C. 0 < 𝑥 < 5 D. 0 < 𝑥 < 4

25. Refer to the figure. What is the area of the shaded region?

A. (𝑥 2 + 8x + 16) B. (𝑥 2 + 4x + 8) C. (𝑥 2 + 8x − 16) D, (𝑥 2 + 4x + 8)

Good Job! You did well on this module! Keep going!

24
 Additional Activities

Try this problem to boost your understanding on polynomial functions and

its graph.
Activity 8. “Do It Again”
Directions: For each given polynomial function, describe or determine the following,
then sketch the graph.
a. leading term d. number of turning points
b. end behaviors e. sketch the graph
c. x-intercepts (points on the x-axis)
1. f(x) = (x – 1)(x + 2)(x + 1)
2. f(x) = (x2 – 1)(x + 2)(x + 3)

Activity 7: Find Me
The volume of a rectangular solid is given by the polynomial 2x4 – 4x3
– 22x2 + 48x. The length of the solid is given by 2x and the width is
given by x – 3. Find the height of the solid.

25
 26
What I can Do
Assessment
Solution to the problem
1. B 11. B 21. B Let x be the side of the square
base of the pyramid, so area of
2. A 12. B 22. A the base (B): B = x2
3. B 13. D 23. B Height of the Pyramid : H = x – 2
What I Have
4. C 14. A 24. C Working Equation:
Learned
1
5. B 15. D 25. A V= BH
3
Students’ answer
1 -
6. C 16. C may vary depending 25 = 3
(x 2 )(x 2)
on their given –
7. B 17. C 75 = x3 2x2
problem.
8. A 18. B x = 5 by SD and h = 5-2 = 3
5
1. 𝑙 = 𝑥 + 4
9. B 19. D 2
2. 𝑤 = 51.4125
10. C 20. A
3. 𝑉 = 4𝑥 3 − 80𝑥 2 + 400𝑥
4. Bea = 18, Teresa = 12
What I Know
1. C 10. B 19. B
What’s New
2. D 11. A 20. C
What’s More
3. B 12. A 21. D
1. x = 7 1. 𝑉 = 4𝑥 3 − 64𝑥 2 +
4. C 13. D 22. A
2. 𝑉(𝑥) = 4𝑥 2 − 88𝑥 + 480 240𝑥
5. A 14. D 23. A
3. 0 < 𝑥 < 13.5 2. 𝑥 = 𝑎𝑝𝑝𝑟𝑜𝑥. 𝑎𝑡 2.4
6. C 15. A 24. D
4. A = 507 sq. ft. 𝑉 = 𝑎𝑝𝑝𝑟𝑜𝑥. 𝑎𝑡 262 𝑐𝑢. 𝑖𝑛.
7. A 16. B 25. A
3. 𝑥 = 𝑎𝑝𝑝𝑟𝑜𝑥. 𝑎𝑡 1.1
8. D 17. A
9. C 18. A
Answer Key
27
References

Learner’s Material Math 10, pages 106-117

Teacher’s Material Math 10
Advanced Algebra Trigonometry and Statistics, pages 97, 111-115
BEAM Learning Guides, Module 6. of 4th Year Math

28
 EDITOR’S NOTE
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph